Appendix 5 - Bibliography

For most units, books can be found in many languages in which the unit is worked out in detail as teaching material. Such books can offer guidance to text book writers implementing the units of this curriculum for their local situation.

More general texts, treating internationally identified problems and solutions associated with Informatics and Information Technology in Secondary Education are regularly produced by the International Federation for Information Processing, Technical Committee 3, Working Group 3.1. The most recent, relevant texts are:

F. Lovis & E.D. Tagg (eds), Computers in Education, proceedings of IFIP European Conference on Computers in Education ECCE 88, North-Holland, 1988.

A. McDougall a C. Cowling (eds.), Computers in Education, proceedings of the IFIPTC3 Fifth World Conference on Computers in Education (WCCE 90), Sydney, Australia, July 1990, North-Holland, 1990.

B. Samways & T.J. van Weert (eds.), Impact of Informatics on the Organisation of Education, Elsevier, 1991.

D.C. Johnson a B. Samways (eds.), Informatics and Changes in Learning, Proceedings of the Open Conference on Informatics and Changes in Learning, Gmunden, Austria, June 1993, Elsevier Science Publishers, 1993.

GOOD PRACTICE GUIDES

The series Guidelines for Good Practice produced by IFIP Working Group 3.1 offers monographs on Informatics and Information Technology in Secondary Education which contain extensive bibliographies. These monographs may be obtained through IFIP Secretariat, 19 Place Longmalle CH-1204, Geneva, Switzerland:

Harriet G Taylor, Robert M. Aiken, Tom J. van Weert, Informatics Education in Secondary Schools, IFIP Working Group 3.1 Guidelines for Good Practice, 1991.

Ferran Ruiz i Terrago, Integration of Information Technology into Secondary Education: Main Issues and Perspectives, IFIP Working Group 3.1 Guidelines for Good Practice, Tom J . van Weert (ed.), 1993.

Translations and Copyright

This curriculum has been developed to be of use to many countries in many circumstances. Its level of description is such that textbook writers will, on the basis of this curriculum, be able to produce texts suitable for teaching in a local situation. UNESCO may be of help in this by stimulating the conversion of this curriculum into actual teaching texts in local settings.

The curriculum has been written in English. To reach the world community, translations are required into at least: Chinese, French, Russian and Spanish. Care should be taken to involve the right experts on any translation; such translations will have to be authorised by UNESCO.

Layout: Georges-Alain Dupanloup
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